高中-英语-人教版-必修第三册-1.1 Listening and Speaking 教学设计
Unit 1 Festivals and Celebrations
Period 1 Listening &Speaking＆Talking
教学设计
The theme of this section is “Talk about festival activities and festival experiences”.
Festival and holiday is a relaxing and interesting topic for students. This part talks about the topic
from the daily life of students’. In the part A ---Listening and Speaking, there are three conversations
among different speakers from three countries(Japan, Rio and China), where the speakers are participating
in or going to participate in the festivals and celebrations. So listening for the relationship among them is a
fundamental task. Actually, with the globalization and more international communication, it is normal for
Chinese or foreigners to witness different festivals and celebrations in or out of China. In the Conversation
1, a foreign reporter is interviewing a Japanese young girl who just had participated in the ceremony of the
Coming-of-Age Day on the street and asking her feeling about the ceremony and the afterwards activities.
Conversation 2, Chinese girl Li Mei is witnessing the Rio Carnival for the first time, and her friend Carla
gives her some advice on the costumes which enables her to match with the carnival to have a good time.
Conversation 3, a Chinese guide is showing a group of foreign visitors around the Lantern Festival and
introducing the customs of the festival to them. The three conversations have a strong vitality and insert the
festival and cultural elements from different countries. So perceiving the festivals and cultures from
different countries is the second task. At the same time, the scripts also insert the targeted grammar ---
v-ing as attributive and predicative, which students can perceive and experience in a real context and make
a road for the further study. That is the third task. In the Part B--- Listening and Talking, the theme is “Talk
about festival experience”, which is the common topic in our daily conversations. During the conversation,
Song Lin, a Chinese student, asked Canadian friend Max about how to spend Christmas. In the
conversation, Song Lin talked about experience and the feelings during the Chinese Spring Festival, during
which there are not only some enjoyable things but some unpleasant things. After the listening, perhaps
students find there are some similarities between Christmas and the Chinese Spring Festival as there are
some differences in the origins and celebrations. For example, people always visit friends and relatives,
decorate their houses, have a big dinner together, chat and give presents to each other.
1. Students learn to listen for relationship among the speakers according their attitudes.
2. Students learn to predict the content of listening and try to get the detailed information.
3. Students can use background knowledge and relative words and expressions to describe the festivals and
festival activities.
4. Students can talk about their own festival experiences and express their emotions with proper sentences.
1. Students learn to listen for relationship among the speakers according their attitudes.
2. Students learn to predict the content of listening and try to get the detailed information.
3. Students can use background knowledge and relative words and expressions to describe the festivals and
festival activities.
4. Students can talk about their own festival experiences and express their emotions with proper sentences.
Part A Listening and Speaking--- Talk about festival activities
Step 1 Lead in--Small talk
There are many traditional festivals in our country. Can you list them and the activities in the
festivals ?
Answers:
1. Spring Festival: eat dumplings; have a big dinner with family together; pay a new year’s
visit to friends and relatives
2. the Lantern Festival: admire all kinds of lanterns; guess riddles; eat Yuanxiao
3. Tomb Sweeping Festival: clean tombs; light incense; honour our ancestors
4. the Dragon Boat Festival: eat zongzi; enjoy the dragon boat races;
5. Mid－Autumn Festival: admire the moon; eat mooncakes; have a big meal with family festivals
6. Double－Ninth Day: visit the old, especially the alone; help them as much as possible
....
Step 2 Before-listening
1. Read the phrases and write down the Chinese meaning.
1)wear traditional costumes _______________ 2)march along the streets _______________
3)attend the ceremony _________________ 4)watch samba dance _________________
5) dress up in carnival costumes ______________ 6)guess riddles _________________
7)receive congratulations from _______________ 8)give performances _________________
Unit 4 Space Exploration 示范课教案【英语人教必修第三册】
1 / 7 Unit 4 Space Exploration
子主题1：走近宇航员
Period 1 Listening and Speaking
一、教学内容分析
本课是子主题1的第一课时，涉及的语篇是“Talk about how to become an astronaut”。通过本课的学习，学生能够初步了解我国宇航员的选拔条件以及宇航员的训练过程，从而结合自身情况，就“自己未来是否想成为一名宇航员”发表想法。通过本堂课，导入宇航员及太空探索这个话题，激发学生的探究兴趣，为本单元接下来的学习做铺垫。
二、语篇分析
【What】
该板块的听力文本是一段访谈对话，访谈的嘉宾是我国宇航员杨利伟。在访谈中，杨利伟简单介绍了自己如何通过宇航员的选拔，成为我国第一位宇航员；同时他也谈到了我国宇航员的选拔条件和标准，包括教育背景、飞行经验与时长、身体和心理素质、课程和训练等方面。
【Why】
学生通过听这段访谈，能够了解宇航员的选拔条件和训练过程，一方面增加对宇航员的认识，另一方面深刻理解“成功离不开艰辛的努力”这一道理。
【How】
1. 听力文本选自访谈节目，通过主持人一系列具有逻辑性的提问以及嘉宾的回答，听众能够逐步获取对话信息。这样的语句有：Did you always want to be an astronaut? Do you
think that was one of the reasons why you are chosen for the space programme? So how difficult
was it to join the space programme？Did you also have to be a certain size and weight? But you
also had to study a lot, too, right? 主持人通过问题开启访谈，杨利伟回答之后，主持人承接回答，开启下一个问题的提问，通过这种方式逐步推进访谈，使听众也在此过程中逐步了解我国宇航员的选拔和训练过程。
【新教材】1.1Listeningandspeaking练习-人教版高中英语必修第一册(原卷版)
【新教材】必修第一册Unit 1 Teenage Life 同步练习
Period 1 Listening and Speaking
【基础达标】
I.根据首字母或中文提示,用课本上listening and Speaking部分出现的单词的正确形式完成句子。
1. My little brother enjoys reading books about ________( 自然).
2. Are there any _________(志愿者) to help clear up? 3. I don't wish________(辩论) my opinions with you.
4. We’d better make a quick ________(decide) about who will take part in the competition.5. Yong people prefer_______ (accept )new styles in everyday life.
6.I don't have anything _______(合适的) to wear for the party. 7.A_______, not all the suggestions will be accepted at the meeting.
8.If you don’t know which club_______(choose), go to Mr. Li for advice.
9. How about ________(join) the Science Club. Then we can take part in activities together.
10. I am not interested in _______( plant) trees, but I am fond of animals. Ⅱ. 在空白处填上合适的词或用所给词的正确形式填空。
【新教材】5.1 Listening and Speaking -人教版高中英语必修第三册
Unit 5 The Value of Money
Period 1 Listening&Speaking导学案
1. to master the stylistic features of news reports.
2. to talk about their opinions about value of money.
3. to use functional sentences of the dialogue such as “after that, then, later, so ,but , however etc”
appropriately.
1. to master the stylistic features of news reports.
2. to talk about their opinions about value of money.
Part 1: Listening and Speaking
Step 1: Is money the basis of a happy life? Why or why not?
Step 2: Listen to a news report and fill in the blanks
1. Chen Liyan a ______________at Taiyuan railway station
2. Wang Zheng the _______________of the lost money
3. Ma Dongbao a ______________living in Chen’s apartment building
4. Liu Xia Chen’s 16-year –old __________________.
Step 3：Listen again and put these sentences in the correct order
Unit 5 The Value of Money(教学设计)-高一英语(人教版2019必修第三册)
Unit 5 The Value of Money
Listening and Speaking 教学设计
基本信息 科目 英语 年级册次 高一必修三 Unit 5
姓名 学校
教材分析 该板块为本单元第一课时 Listening and Speaking ，其听力文本为以“清洁工拾金不昧”主题的新闻报道。该 报道讲述了清洁工（Chen Liyan）捡到装有 100,000 元的钱包并归还给主人（Wang Zheng）后，Wang Zheng 给 Chen Liyan 5,000 元作为回报，但 Chen Liyan 并未接受； 然而，一位警察（Ma Dongbao）是清洁工（Chen Liyan）的邻居，在 Ma Dongbao 向 Wang Zheng 讲述了 Chen Liyan 因其女儿（Liu Xia）患病而负债累累的 现状后，Wang Zheng 决定建立募捐网站为 Liu Xia 筹钱看病。新闻的结尾，撰稿人表明了自己与 Chen Liyan 一致的金钱观： 金钱固然重要，但金钱不是一切。
学情分析 本单元的教学对象为高一学生。经过小学和初中阶段的英语学习，大部分学生有一定的英语基础，具备基本的听、说、读、写能力，了解简单的英语学习方法和策略并在英语学习中进行运用；部分学生具有较强的思维能力、语言表达能力和强烈的表现欲望。教师需要对学生加强引导，精心设计并组织好课堂活动，提高学生的学习兴趣，充分发挥学生的主体作用。
本单元是高中必修阶段第一次呈现戏剧体裁，对于学生而言，具有一定的新鲜感，能激发学生的好奇心和探求欲，有利于学生在深入理解单元主题语境的过程中探究单元的主题意义--金钱的价值。而阅读剧本对学生有四点好处：一是了解英语国家历史、社会、文化；而是了解英语戏剧的特点，提升文学修养；三是陶冶情操，获得心灵启迪；四是提高综合语言能力。因此，组织好本单元的英语教学，有利于学生通过多感官体验和参与，培养英语学科的核心素养。
高中英语人教版必修第三册 Unit 3 Listening and Speaking 教案
1 Unit 3 Sports and Fitness
Listening and Speaking
Background Information
Teaching material version：PEP edition, unit3, book1.
Duration:40mins (Lesson 2 of this unit)
The teaching type: Listening and Speaking
Name:黄河
School: Yunnan Normal University
Analysis of the Ss: fresh students are active, curious and interested in
new things. After learning English for several years, they have some
basic English background knowledge. They can use some simple
English expressions to communicate with their partners.
Teaching Content
Topic: In this period, the theme is ‘sports and health’. This class is around the topic ‘invite a friend to a sports event.’
Teaching Objectives
At the end of this class, students will be able to
1. Language Capacity:
(1)Master new Words(soccer, stadium, boxing, badminton, marathon, event
Unit2 Morals and Virtues (教学设计)-高一英语(人教版2019必修第三册)
Unit 2 Listening and Speaking教学设计
基本信息 科目 英语 年级册次 高一必修三 Unit 2
姓名 学校
教材分析 【What】该板块以“谈论道德困境（Talk about moral dilemmas）”为活动主题，听力内容为Jane与Luck 两个好朋友关于道德困境的对话。对话描述了我国妇科专家林巧稚年少时的一段真实经历，探讨了一个具体的道德困境：正参加医学院考试的女学生遇到旁边的考生晕倒，他应该暂停考试去救助他人还是应该继续考试等候他人施以援手。
【How】本部分对话文本通过呈现一些表示“惊讶”或“难以置信”的表达用语，如“really？Like what？”“I can’t believe she…”等提升学生理解说话人态度的听力策略，获取说话人表达的内容信息。
【Why】通过探讨道德困境的定义，探讨了处于道德困境中的人所面临的不同选择和结果，以及选择背后所隐含的道德观和处事原则。让学生了解和感受道德困境在日常社会中的普遍性和处事原则，能够结合自身的体验和生活经验反思与道德困境的相关实际问题，提升辩证思维能力，能够更加全面客观地观察和看待社会现象。
学情分析 本课教学对象为高一学生。大多数学生已能够获取听力的基本内容和大意，正确理解道德困境的定义，也能较准确的通过判断说话人的语气、语调和语速来推测说话人的态度。
学生对这个道德困境的话题不陌生，但是需要经过探究学习和大量练习巩固和提高关于这个话题的语言表达。
教学目标 1.Understand the definition of "moral dilemma" and describe the moral dilemmas
they have ever faced .
2.Judge the speakers’ attitudes and emotions by listening to what the speakers say,
2019新人教高中英语必修三Unit 2--Listening and Speaking公开课教案
2019新人教高中英语必修三Unit2 Morals and Virtues
Listening and Speaking 公开课教案
Teaching aims:
1.Enable students to understand the definition of “moral dilemmas” and describe the moral
dilemmas they have ever faced.
2.Guide students to judge the speakers’ attitudes and emotions by listening to what the
speakers say,the tone and intonation of the speakers.
3.Enable students to talk about their opinions about a certain moral dilemma and the
importance of good morals and virtues.
4.Help students to learn to make proper choices when they are faced with a moral dilemma.
Teaching key points:
1. Enable students to judge the speakers’ attitudes and emotions by means of some
listening skills.
2. Enable students to share their opinions about a certain moral dilemma and the
importance of good morals and virtues through speaking practice.
Diverse+Cultures+Listening+and+Speaking教学设计 高中英语
Unit 3 Diverse Cultures Listening and Speaking
核心素养目标
本节课以英语学科核心素养为设计导向，课后学生将能够在以下四个方面有所提高。
语言能力：能够听懂一段直播间内新闻访谈的对话内容，并通过这段对话了解美国饮食文化的多元特征。
学习能力：在听新闻访谈的过程中能够运用一些速记的方法，如缩写、简写、符号等记录关键信息。
文化意识：了解多元文化现象，理解美国多元文化形成的根源和社会背景，拓宽国际视野，提升文化理解和鉴别能力。
思维品质：从多元文化视角观察和认识世界，学会探究和分析多元文化现象及其历史渊源，正确理解不同文化价值观，培养批判性思维能力。
教材分析
本单元围绕 多元文化”的主题展开，本课的内容是这一单元的 Listening
and Speaking部分，该听力文本是一段访谈节目的录音，讨论的主题是 几种美国食品的起源”——美国的多元文化反映在社会生活的各个领域，饮食就是很重要的一个方面。主持人与嘉宾 Steve Fox的第一个话轮暗示了对话发生在访谈直播间，主持人与嘉宾开展的多个轮次的问答构成所谈论话题的主体内容。嘉宾通过四个例子 （汉堡、墨西哥玉米片、秋葵汤和福饼）说明很多美国常见食物是在美国本土发明的，是不同民族的饮食风味与美国当地风味融合的结果。听力对话的最后一句道出了美国饮食的特点：将世界上的不同食材混合在一起，创造出一种全新的食品。该文本旨在让学生理解在文化交流过程中，不同民族的文化接触后会产生碰撞，同时也会根据需要从不同的文化体系中选取文化元素，经过整合融为一体，形成一种新的文化体系，这就是文化融合的过程。本课的听前活动利用视频和图片导入话题，让学生将食物图片与其名称建立关联。在听的过程中学生首先要检验听前的预测是否正确，这样做能够让他们根据所需信息调整注意力，为随后全面、深入地把握听力内容做好准备，学生不仅需要结合语境能够听懂对话中的事实性信息和说话人的观点，还要深入理解对话的主旨；最后学生将在表格引导下梳理听力信息，并训练记笔记的策略，从而有助于提高注意力，组织记忆力，促进迁移，帮助学生理解和思考。听后活动是口语练习，让学生在 百乐餐”这一交际语境下介绍自己喜爱的一道民族美食，将学生的生活和熟悉的中国元素融入单元主题。
人教版必修3高中英语 必修3 Unit 1 Listening & Speaking
Book3 Unit 1
Period 4 Listening and speaking
Part A. Read aloud 模仿朗读
In this part, you are required to watch a video clip, and read after the speaker in the video.
It’s 6 am, a new day for some animals. Others have been active all night. Some have been
fortunate. Others are still searching for a meal. The lions are satisfied. Their evening meal has
gone down well. The cool morning is another good time to hunt, but these cats aren’t going
anywhere. Not even the territorial male can be bothered to begin his daily patrol. It’s only been a
few hours, but already the young buffalo calf is up and moving. He’s passed a big test to survive
the critical first few hours of life.
Part B. Role play 角色扮演
In this part, you are required to act as a role and complete three communicative tasks: listen to the
英语 人教必修版 第三册教案 Unit1
教学方法
(一)主题任务(Core tasks)
根据本单元的中心话题，建议设计以下三个主题任务，供教师参考，并根据实际情况选用。
任务一：设立吉尼斯班级纪录
活动时间：在学完“热身”、“听力”、“口语”、“读前”、“阅读”和“读后”之后
语言知识要求：
1．词汇：edition，length，conclude，confirm，com— minttee，skilful，energetic，certificate，register，apply for， in the first place
2．句型：运用本单元所学的表示量度和比较的句型
语言技能要求：听、说、写
活动形式：
1．小组活动：小组讨论班级里的各项之最，比如说，同学中最高的，跑得最快的，唱歌最好的，体重最大的、最小的，英语口语最好的等等。做好纪录，力求准确，并尽可能包含各个方面。
2．班级活动：先由小组长汇报各小组的内容，再汇总，去掉相同的纪录，在得到全班同学的确认后用英语纪录在小册子里。
3．个人活动：在以后的学习、生活中，争取提高那些有意义的纪录，不断取得进步。
任务目的：
1．加深同学之间的了解，使学生热爱生活，培养集体荣誉感和积极向上、永不满足的进取精神。
2．在活动中学习使用目标语言，以便真正掌握，学以致用。
任务二：介绍一项吉尼斯世界纪录
活动时间：在学完综合技能之后
语言知识要求：学生已学词汇与句型
语言技能要求：听、说、读、写
活动形式：
1．小组活动：利用学校图书馆、因特网查询一项吉尼斯世界纪录。最好该纪录主题积极向上，有生动的幕后故事和社会现实意义。
2．个人活动：由小组长负责分配任务，各组员每人都承担一部分内容，用英语组织好语言，并向全班介绍。
3．班级活动：全体同学参与，各小组介绍自己